Math Portfolios

Good, Better, Best

Robin McAteer

robin.mcateer@ocdsb.ca@robintg

Learning Goals

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We are learning about…

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• how portfolios can be used in Math class, and
• the benefits they have for teachers and students.

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Please introduce yourself.

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What would make today’s session “successful” for you?

Motivation for Portfolios

• Assessment in Math is more than just TESTS
• Vehicle for student consolidation and reflection
• Vehicle for teacher feedback during learning
• Builds connections, big picture of learning
• Supports mathematical communication - the power of language
• Illuminates the process of learning - classwork and homework matter
• Provides evidence of learning for triangulation
• Improve student engagement, motivation and confidence

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• Assessment is something that both teachers and students need to know how to do well
• Assessment should have as its goal the development of students as independent and autonomous learners - similar to P. Liljedahl goals

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• Impacts on motivation - Hattie Quote
• Tyranny of the Test
• Assessment as learning focuses on the explicit fostering of students’ capacity over time to be their best assessors

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• The most powerful learners are those who are reflective, who engage in metacognition - thinking about what they know - and who take control of their ownlearning
• White boards - work is “transient” - capturing learning moments
• Student reflections on portfolios

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**** Metacognition **** Department PD

Example 1: MDM4U - Probability Portfolio

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Overall Expectation(s)

Success Criteria

Success Criteria

Success Criteria

Success Criteria

Reflection

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Learning Skills

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Next Steps

Student Selected Items

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MDM4U - Probability Portfolio

• Probability is hard to evaluate accurately with a test
• Success criteria based on my values, curriculum, process expectations
• Items from assignments, homework questions, classwork
• Explanation describes how this item demonstrates the Success Criteria.

Noticings

• Students are “thrown off” by a non-standard assessment
• Most students did very well on the portfolio - take time to do well

Portfolio Framework Sample Rubric

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Student Work

Student 1 - Creative student, hard worker, thinks differently, possilbe LD (extra time on tests, multiple choice very challenging),

Student 2 - GIfted class, excellent language and learning skills, found probability challenging

Student 3 - ELL (Step 2), very quiet in class, frequent absences

Student 4 - Hard working, dedicated student; strong communication skills

Noticings? Wonderings?

MEL3E - Exit Outcome Portfolio

• Summative portfolio developed throughout the course
• Students collecting personal evidence of OCDSB Exit Outcomes
• Google Slide show
• Significant class time
• Evaluated with a final interview
• Classwork planned with intentional connections

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Video Overview from OCDSB PAN Network

MEL3E - Exit Outcome Portfolio (continued)

Robin’s Notes and Reflections

Noticings

• Kids found it challenging
• Exemplar and self-assessment form helped
• I uncovered many connections - used it to drive my planning
• Leaning felt meaningful
• Got to know students as people
• Students became more reflective over time
• Final interviews were inspiring

Student Work

Student 1 - International Student - used to develop Exemplar

Student 2 - Good student - better than average learning skills

Noticings? Wonderings?

MPM2D - Multiple Strand Based Portfolios

• Used as a framework for the course
• Analytic 1
• Analytic 2
• Quads 1
• Quads 2 �
• Work on over the unit, class time given → Peek into the Google Classroom!
• Explicit connections to class activities
• Scaffolds for Language
• Students capture whiteboard work daily
• Strand based evidence of learning - triangulated with quizzes and tests
• Useful when preparing for final evaluation

MPM2D - Multiple Portfolios (cont’)

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Noticings

• Kids buy in
• Class time working on portfolios has high learning value
• Students develop habits of documenting / curating their learning
• Writing explanations is challenging (noticing and naming learning)
• Selecting items is challenging (requires critical thinking)
• ELLs (and others) learn and practice math language
• Motivating for many students
• Students show pride in their work
• Students feel successful

What Kids Said

After the FIRST Portfolio, Grade 10 students in two different semesters were asked to share their thoughts….

Student Work

Student 1 - ELL - International Student (Step 2 / 3)

Student 2 - Top Student - very quiet - strong math, language, and learning skills

Student 3 - Student with LD - struggles on tests - works in Learning Support

Noticings? Wonderings?